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Support the implementation of KCAS, PGES, and professional learning in my school/district to provide students with the experiences necessary to become college and/or career ready. Build an infrastructure to support PGES to full scale.

Don’t forget to give us feedback. Please complete the evaluation throughout the day

Getting Ready for Student Voice Administration Window: ~March 19-April 2 ACTIVE Infinite Campus Student Portal ~Usernames & Passwords Student Voice Survey Guidance Document New! Video for Students.

TPGES Teacher Professional Growth and Effectiveness System Observation Peer Observation formative Professional Growth Self-Reflection Student Voice Student Growth Sources of evidence to inform professional practice 6

The SGG should be SMART.

The SGG should represent an ENDURING skill, process or concept.

Defining Rigor & Comparability Read each definition. Underline key words/phrases. With a partner, describe rigor and comparability in your own words.

District Discussions Use the questions on the organizer provided to discuss how you could use a rubric for student growth. - District Time - Cross-District Time - District Debrief

Student Growth Decision Rules

High School Course Maps for Science

NGSS Appendix K Appendix%20K_Revised% pdf

Four HS Models: Conceptual Progressions Model (page 12) Science Domains model (page 24) Modified Science Domains Model (page 28) Four Course Domains Model (page 33)

Questions to consider: Best approach for students? Current course offerings? Certifications of current science staff? Enrichment/AP/CTE pathways? Unique local considerations?

Social Studies Teacher Leadership Network Meeting February 28, 2014 Talking Points  What do you notice about the structure and/or content of the C3?  What is new or different about the content/skills in C3?  What impacts will the C3 Framework have on teaching and learning?  What are you thoughts on the proposed shifts found within the C3?

Instructional Shifts of the C3* Social Studies teachers will need to: Craft questions that matter. Create and maintain a learning environment to support inquiry. Integrate content and skills meaningfully (reconcile the breadth/depth debate). Become explicit (clear) about disciplinary literacy outcomes and practices. Get serious about civic life/informed action. *Under Construction: Hot off the Presses!

C3 Inquiry Arc

As we end our February ISLN… Presenters, Facilitators, PARTICIPANTS Please complete the evaluation

Session Review and List of “To Do” Topic & ActivitiesSuggested Follow-up in District For March 25 ISLN PGES: Student Growth -Connect to student voice (Jan. ISLN) -How rubric can support requirements in certified evaluation plan Take info back to 50/50 Committee PGES: Student Growth -Decision rules for student growthTake info back to 50/50 Committee

Session Review and List of “To Do” Topic & ActivitiesSuggested Follow-up in District For ISLN Science Standards -Connect to assessment (Jan. ISLN) -Attributes of Curriculum maps Agree to format that will be used in district (long term follow-up) Social Studies Standards -Review upcoming agenda (2-28 network meeting) Use “Talking Points” with SS leaders after 2-28 meeting, if desired